Submitted to the Board Examiners as a Partial Fulfillment of the Requirements for the Degree of SarjanaPendidikan(S.Pd) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
THE USE OF STORY FRAMES TO ENHANCE
STUDENTS’READING COMPREHENSION ON
NARRATIVE TEXT
(A Classroom Action Research of the Eighth Grade Students
of SMP Negeri 4 Ungaran in The Academic Year 2016/2017)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree of SarjanaPendidikan(S.Pd)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
INDAH RATNA KUMALA DEWI
113-12-127
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES OF SALATIGA
2017
MOTTO
“The future belongs to those who believe of the beauty of their dreams”
~Eleanor Rosevelt~
DEDICATION
I hereby dedicate this graduating paper for :
Allah SWT, My Lord My God Almighty thanks for guiding me to face everything in this extraordinary world.
My beloved Grandparents, Late Sunardi Hadi Sunarto and Sri Rahayu.
Thanks for love, and for caring me in my whole life.
My beloved parents , Retno Kusuma Wati and Istarom. Thank for all learning you gave.
My beloved sister and brother, Nova Indah Wahyu Ardiyanti and Yoga Mahendra Sasmita. You have been my spirit to change my life.
All my family (Pak Gus, Mbak Fat, Nana, Putri, Citra, Bude Hid, Late Pakde Wid, Mas Lilik, Mas Bagus). Thank for your kindness.
The big Family of Seni Musik Club (SMC) IAIN Salatiga. Dedicato,
Elano, Awareness, Willpower, Zeaolus, Cambioso, Extender, Fidelio, Cakrawangsa, Gamananta, Ovedio.Thanks for being my home, thanks for all the great songs and music.
My beloved Power Rangers, Mbak Siwi, Kikik, Uyung, Nafi' who colored my life.
My Friends of sharing in the same struggle. TBI D 2012. Thanks for the togetherness.
ACKNOWLEDGEMENT
Assalamualaikum Wr. WbIn the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirement for the Degree of Sarjana Pendidikan (S.Pd) in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
Peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without support, guidance, advices, helps, and encouragements from individual and institution. The researcher somehow realizes that an appropriate moment for her to deepest gratitude for: 1.
Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute of Islamic Studies (IAIN) Salatiga 2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph.D. as the Head of English Education Department all at once as a counselor who has educated, supported, directed, and given the researcher advice, suggestions, and recommendations for this graduating paper from the beginning until the end
4. All of the lecturers in English Education Department. Thank for your education which you gave to me
ABSTRACT
Dewi, Kumala, Indah Ratna. 2017.THE USE OF STORY FRAMES TO ENHANCE STUDENTS' READING COMPREHENSION ON NARRATIVE TEXTS (A Classroom Action Research of the Eighth Grade Students of SMP N 4 Ungaran in The Academic Year of 2016/2017). Counselor: Noor Malihah, Ph.D.
The researcher answered three problem questions of research (1) How is the implementation of teaching narrative texts through Story Frames of the eighth grade students of SMP N 4 Ungaran? (2) To what extent is the enhancement of teaching narrative texts through story frames of the eighth grade students of SMP N 4 Ungaran?(3) How is the improvement of students' reading comprehension on narrative texts of the eighth grade students of SMPN 4 Ungaran?. The design of the research was classroom action research. It was conducted in two cycles. The teachers analyzed the students' reading comprehension in each cycle. The results showed that (1) The use of Story Frames can enhance students reading comprehension step by step from cycle 1, and 2. It was informed when the researcher conducted the cycle 2, (2) The result of the t-test of cycle 2 was 4.72. Before the effect has not seen by the researcher in the cycle 1, the result of t-test of cycle 1 was 4,11. The passing grade was 71 and the target of the passing grade was 85%. The outcome of the post-test of cycle 2 was 88.23% from the students. The students passed the passing grade. The target of cycle 2 was achieved, so the researcher stopped the research. (3) The result of the research showed that the story frames strategy successfully enhance the students' reading comprehension on narrative texts.
Keywords: Story Frames Strategy, Reading Comprehension, Narrative Text, Classroom
Action Research
TABLE OF CONTENTS
COVER ............................................................................................................... i
DECLARATION ................................................................................................ ii
ATTENTIVE CONSELORE'S NOTE ............................................................. iii
STATEMENT OF CERTIFICATION ............................................................. iv
MOTTO .............................................................................................................. v
DEDICATION ..................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................. vii
ABSTRACT ......................................................................................................... ix
TABLE OF CONTENT ...................................................................................... x
LIST OF FIGURE AND TABLE ..................................................................... xii
CHAPTER I INTODUCTION...........................................................................1 A. Background of Research ...........................................................................
1 B. Problem Questions of Research ................................................................
4 C. Objectives of Research .............................................................................
5 D. Limitation of Research ..............................................................................
6 E. Benefits of Research ..................................................................................
6 F. Definition of The Key Term ......................................................................
7 G. Graduating Paper Outline ..........................................................................
8 CHAPTER II THEORETICAL FRAMEWORK ...........................................
10 A. Nature of Reading and Reading Comprehension ......................................
10 1. Definition of Reading ............................................................................
10 2. Definition of Reading Comprehension .................................................
12 B. Narrative Texts ..........................................................................................
13 1. Definition of Narrative Texts ................................................................
13 2. Reading Narrative Texts for The Eighth Grade Students .....................
15
C. Story Frames Strategy ..............................................................................
16 1. Definition of Story Frames Strategy .....................................................
17 2. Strength and Weakness of using Story Frames in Learning Reading ...
21 2.1. The Strengths of Using Story Frames...........................................
21 2.2. The Weaknesses of Using Story Frames ......................................
23 CHAPTER III RESEARCH METHODOLOGY ...........................................
25 A. Method of Research ..................................................................................
25 1. Types of Action Research .....................................................................
26 2. Characteristics of Action Research .......................................................
28 3. Steps in Doing Action Research ............................................................
29 B. Subject of Research ...................................................................................
30 C. Method of Data Collection ........................................................................
32 D. Method of Data Analysis .........................................................................
35 CHAPTER IV FINDINGS AND DISCUSSIONS ............................................
40 A. The Use of Story Frames in Teaching Narrative Texts ............................
40 B. The Enhancement of Teaching Narrative Texts Through Story Frames...
52 C. The Improvement of Students' Reading Comprehension on Narrative Texts Through Story Frames .....................................................
70 CHAPTER V CLOSURE ..................................................................................
73 A. Conclusions ..............................................................................................
73 B. Suggestions ................................................................................................
76 REFERENCES
APPENDICES
LIST OF FIGURE AND TABLES
Figure 4.1 Story Frames Chart ............................................................................. 42TABLES
Table 3.1 Scoring Rubric ....................................................................................... 33Table 3.2 Observation Checklist ............................................................................ 34Table 4.1 Observation Checklist of Cycle 1 .......................................................... 45Table 4.2 Observation Checklist of Cycle 2 .......................................................... 50Table 4.3 Name of Subject of Research ................................................................. 52Table 4.4 Result of Pre-Test in Cycle 1 ................................................................. 53Table 4.5 Calculation of Passing Grade of Pre-test Cycle 1 .................................. 55Table 4.6 Result of Post-Test in Cycle 1................................................................ 55Table 4.7 Calculation of Passing Grade of Post-test in Cycle 1 ............................ 57Table 4.8 Students' Score of Cycle 1 ..................................................................... 58Table 4.9 Result of pre-test in Cycle 2 ................................................................... 61Table 4.10 Calculation of the Passing Grade of Pre-test in Cycle 2 ...................... 63Table 4.11 Result of Post-test in Cycle 2 ............................................................... 64Table 4.12 Calculation of the Passing grade of Post-test in Cycle II ..................... 65Table 4.13 The Students' Score of Cycle 2 ............................................................ 66Table 4.14 The Calculation Result ......................................................................... 70CHAPTER I INTRODUCTION A. Background of Research Human beings as a one of several Gods' creature use language to
communicate with others. Language is a system of arbitrary conventionalized vocal, written, and gestural symbols that enables members of a given community to communicate intelligibly with one another (Brown, 2000:17). In addition, language is the one that human being use to communicate. Gardner in Sukardi (2005: 67) adds that language is people intelligent that very needed by them. Therefore, without language, it is difficult for people to communicate with others.
There are many languages in the world. The researcher said that English become the most important language in this world, because English is an International Language. English is used and learned by every nation.
English in Indonesia is taught as a subject material that should be learned in elementary school, junior high school, senior high school, and university students. By learning English, students are expected to understand themselves, their culture and other. In addition, learning English helps students to express their ideas, feelings and participate in society Internationally.
Learning English means learning language components and language skills. Baker (2011: 13) says that grammar, pronunciation, vocabulary, and spelling are included in language components. Meanwhile, language skills cover reading, listening, writing, and speaking. Among those language skills, reading is one of the important skills in learning English. According to Risdianto (2012: 174), reading involves similar cognitive processes.
Reading is the construction of meaning through relationships of parts from the text and prior knowledge. When the students read, they make predictions about text, they are not simply reading for meaning but is focused on the events based their interpretation. In other words, the readers make predictions, construct meaning and struggle to understand the texts . It means that reading is an important part that needs to be developed. By reading, the students get much information and knowledge. Moreover, they can improve their ability in English.
As mention previously, in junior high school, reading should be learned in the classroom activities. There are many kinds of reading texts that should be learned. According to Kurikulum Tingkat Satuan Pendidikan (KTSP), junior high school students have to learn about descriptive, narrative, recount, report, and procedure text. Furthermore, based on KTSP, the second semester of eighth grade junior high school students have to master the standard competence in reading activity. The standard competence in reading activity is to understand the meaning of a short simple essay form recount and narrative text to interact in environment around. It means that, narrative text is one of reading text that should be learned by the students. Based on the standard competence above, the students should read the text, understand the meaning and answer the questions depending on the text given. Many students of VIII A in SMPN 4 Ungaran, get a lot of difficulties in order to answer the questions, find the main idea of the text, and also get the information of text because they do not understand what the text tells about. Because of the problems that students face in learning narrative texts, the teachers should have an appropriate strategy in teaching narrative texts. By using an appropriate strategy, students are expected to comprehend the narrative texts better.
According to Oja (1996:2) repeated readings, story retellings, dramatics reenactments, and story frames are the strategies that allow students to become more aware of stories and more familiar about the structure, especially narrative texts. Dealing with the cases of the eighth grade students above, the researcher assumes and predicts the story frames strategy may become an appropriate strategy that the teachers can use to overcome those problems.
Fowler (1982: 176) states that, students' ability to monitor their comprehension may be enhanced by using story frames. Story frames enable students to have an opportunity to review the mind idea of the story, clarify parts they may not have understood, and decide on the authors' purpose for writing the story. Moreover, Cudd and Robert (1987: 74) add that story frames is a focus on the story structure, it is thought that using story frames to develop reading comprehension will give students an independent guide to organizing and remembering information from narrative selections.
Based on the background above, the researcher would conduct the Classroom Action Research (CAR) by applying story frames as an alternative strategy to enhance students' ability to comprehend narrative texts. The researcher is interested in carrying the research entitled "THE USE OF STORY FRAMES TO ENHANCE STUDENTS' READING COMPREHENSION ON NARRATIVE TEXTS"
B. Problem Questions of Research
In this research, the researcher wants to answer two questions dealing about the use of story frames to enhance students' reading comprehension on narrative texts. The questions are as follows:
1. How is the use of teaching narrative texts in reading comprehension through story frames of the eighth grade students of SMPN 4 Ungaran?
2. To what extent is the enhancement of teaching narrative texts through story frames of the eighth grade students of SMPN 4 Ungaran?
3. How is the improvement of students' reading comprehension on narrative texts through story frames of the eighth grade students of SMPN 4 Ungaran?
C. Objectives of Research
Responding with the problem questions, the objectives of the research are stated as follows:
1. To describe the use of teaching narrative texts in reading comprehension through story frames of the eighth grade students of SMPN 4 Ungaran.
2. To measure how far is the enhancement of teaching narrative texts through story frames strategy of the eighth grade students of SMPN 4 Ungaran.
3. To measure the improvement of students' reading comprehension on narrative texts through story frames of the eighth grade students of SMPN 4 Ungaran.
D. Limitation of Research
In this research, the researcher gives some limitations. It will be explained bellow:
1. The subjects of this research are the eighth grade students of SMPN 4 Ungaran in the academic year of 2016/2017.
2. This research investigates the use of story frames to enhance students' reading comprehension on narrative reading texts.
E. Benefits of Research
This research has several benefits for the researcher, the readers, the students and the teachers. The results of this research can be keep connected in English teaching-learning process, especially in teaching narrative reading texts. In this research, the researcher hopes that the results of this research are useful for: 1.
The researcher The researcher finds out whether the story frames strategy can enhance students' reading comprehension on narrative texts or not .
2. The reader
The results of this research can be used as reference for other reader that interested in working on teaching strategies, especially for narrative reading texts.
3. The students Students can improve their reading comprehension on narrative texts by using this alternative strategy, it is story frames strategy.
4. The teachers The results of this research is may become an alternative strategy for teachers to teach narrative texts to their strategy intensely.
F. Definitions of The Key Terms
In order to avoid misunderstanding of the concepts used in this research, some definitions are provided as the following:
1. Reading
Reading is the construction of meaning through relationships of parts from the text and prior knowledge (Risdianto, 2012:174)
2. Narrative
A narrative text is the imaginative story to entertain people (Wardiman, 2008:93). Narrative is to amuse, entertain, and to deal with an actual or vicarious experience in different ways. Narrative deals with problematic events which lead to a crisis or turning of some kinds which in turn finds a resolution.
3. Story Frames
Cudd and Roberts (1987: 74) state that Story Frame is a focus on the story structures, it is thought that using story frames to develop reading comprehension will give children an independent guide to organizing and remembering information from narrative selections.
G. Graduating Paper Outline
This research is organized into five chapters as follows:
Chapter I present the Introduction which consists of the explanation of background of research, problem questions, objectives of research, limitation of research, benefits of research, definition of key term, and graduating paper outline.
Chapter II describes the theoretical framework. It consists of discussion about the definitions of reading, narrative texts, and the theory of story frames
Chapter III describes Research methodology of this research which includes methods of research, subject of the research, method of data collection, method of data analysis.
Chapter IV are findings and discussions which contains descriptive analysis of implementation of story frames strategy presentation, and data analysis of the enhancement of student reading comprehension using story frames strategy.
Chapter V is the closure which contains the conclusions and the suggestions, for the attachment there are appendixes and reference.
CHAPTER II THEORETICAL FRAMEWORK In this chapter, the researcher attempts to explain the theoretical
foundations which consist of the definitions of reading, narrative text, and the theory of story frames.
A. Nature of Reading and Reading Comprehension
1. Definition of Reading
According to Graesser (2007) in McNamara (2007: 3), reading is an extraordinary achievement when one considers the number of levels and components that must be mastered. Therefore, reading is one of the most important skills besides speaking, listening, and writing.
Different from Graesser (2007) in McNamara (2007: 3) ,Dorn (2005:6) states that reading is a complex process involving network of cognitive actions that work together to construct meaning. Following Dorn (2005:6), Risdianto (2012: 174) also considers reading involve similar cognitive processes. Reading is the construction of meaning through relationships of parts from the text and prior knowledge. When the students read, they make predictions about text, they are not simply reading for meaning but is focused on the events based their interpretation. In other words, the readers make predictions, construct meaning and struggle to understand the texts. It means that reading is an important part that needs to be developed. By reading, the students get much information and knowledge. Moreover, they can improve their ability in English.
Brassell and Rasinsky (2008:15) state that reading is a multidimensional process that involves the eyes, the ears, the mouth, and most importantly the brain. Lems (2010: 33) adds that Reading is an interactive process that take place between the text and the readers' processing strategies and background knowledge. It means that reading is an important process to construct meaning that involve readers' sensory organ, strategy, and background knowledge.
In the other discussion about reading, Alderson (2005:25) states that reading involve social context. Social context according to him is socially practiced. Snow (2002:17) explains more detail about social contexts, it is including economics resources, class membership, ethnicity, neighborhood, and school culture. Social contexts as snow has stated, it related to the background knowledge that are involved during reading process.
There are several kinds of reading texts that should be learned by the students. As mention in the previous chapter, the kinds of reading texts that should be learned in junior high school students based on KTSP are descriptive, narrative, report, recount, and procedure. In this research, the researcher would observe more about narrative text that will be explain in the next section.
2. Definition of Reading Comprehension
Reading and comprehension are linked to each other, because the result of reading activity is to comprehend what has been read.
According to Snow (2002:11), reading comprehension is a process of simultaneously extracting and constructing meaning through interaction and involvement with written language. Similar to Snow (2002:11), Wolley (2011:15) also states that reading comprehension is the process of making meaning from text. The different of both theories to be found at the goal of reading comprehension.
The goal of reading comprehension according to Snow (2002:11) are informed by a vision of proficient readers who are capable of acquiring new knowledge and understanding new concepts, are capable to applying textual information appropriately, and are capable of being engaged in the reading process and reflecting on what is being read. While, Wolley (2011:15) states that the goal of reading comprehension is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences, reading comprehension may be appear to be both simple and obvious.
To comprehend, Snow (2002:11-12) and Dorn (2005:14) state the similar statement that reader must have a wide range of capacities and abilities. There are as follows : 1.
Cognitive Capacity (e.g. attention, memory, critical, analytical ability, inference, and visualization ability).
2. Motivation (a purpose for reading in interest in the content begin read and self-efficacy as the reader).
3. Various types of knowledge (vocabulary and topic knowledge, linguistic and discourse knowledge of comprehension strategies).
4. Experiences
B. Narrative Texts
1. Definition of Narrative Texts
Voos and Santarpia (2003:1) state that narrative text is a story containing elements such us setting, characters, events, problems, moral, and resolution. According to Wardiman (2008: 93), a narrative texts is the imaginative story to entertain people. Difficulties in narrative texts' comprehension involve lack of prior knowledge or schema, unfamiliarity, with story grammar elements.
Browder and Spooner (2011:142) and Isa (2013:23) state that the purpose of learning narrative text is to entertain the reader and listener. Isa (2013:23) adds two other purposes, they are to explain the phenomenon (myth and legend) or to teach a lesson (fables).
There are three generic structures of narrative text based on that should be learned in junior high school, there are as follows :
1. Orientation : which set the scene and introduces the characters, it answer the questions (who, when, what, and where).
2. Complication : tell the problem of the story, which usually involves the main characters.
3. Resolution : the crisis is revolved, a solution for the problem for better or for worse. Here, the main characters find the ways to solve the problems.
2. Reading Narrative Texts for The Eighth Grade Students.
As mention previously, the eighth grade students should get the English lesson about narrative reading texts. In the school which observed by the researcher, KTSP is used as the curriculum. According to the KTSP curriculum, there are several students competencies that should be mastered by the students in learning narrative reading text.
The list of students competencies are as follows : 1. Essay texts in form narrative /recount.
2. Grammar features of essay texts in form narrative/recount.
3. Communicative purposes of essay texts in form narrative/recount.
4. Rhetoric steps of narrative/recount text.
5. Spelling, stress, intonation.
According to the list of students competencies that should be mastered by the students above, after learning about Narrative text students are expected to have those competencies indicated by : 1.
High-pitched reading and meaningful essay texts in form narrative/recount.
2. Identify any kinds of meaning of narrative/recount text.
3. Identify communicative goals of narrative/recount text.
4. Identify the rhetoric steps and grammar features of narrative/recount text. Remember about a lot of competencies that should be mastered by the students, the researcher wants the students have those competencies with implementing an appropriate strategy. As mention in
chapter I, in this research the researcher would implement Story Frames Strategy to enhance students ability in the comprehending narrative texts. An overview of Story Frames will be explained the next section. C. Story Frames Strategy There are many strategies that can be applied by the teachers in teaching reading. For example, repeated reading, story retellings, dramatics reenactment, and story frames.
1. Definition of Story Frames Strategy
Fowler (1982:176-177) adds that story frames is a sequence of space hooked together by key language elements. Language elements are transition words and they often reflect specific line of thought or argument. Therefore, the term story frames can be connected to a number of methods for looking at story structure. Story frames are one type of strategy that can be implemented to help students become more aware of stories and more familiar with the structure of stories (Oja, 1996). It means that story frames is an appropriate strategy in teaching reading, especially narrative reading texts. According to Kuldanek (1998: 18), Story Frames provides opportunities for students to become more engaged in literature and directs attention to actual structure of story
Kuldanek (1998:7) state that the story frames is a cloze procedure whereby students write in missing bits of key information to complete a story summary. However, instead of only one word being left out of a sentence, key phrases or clauses are left out of paragraph that summarizes the story or highlights some important aspects of it.
In the implementing of Story Frames Strategy, it needs current procedures. According to Wiesendanger (2001:125), the procedures that should be done in the implementing story frames strategy can be seen as follows :
1. Ask the following question while reading a story: is there an
identifiable problem? If so, why is it a problem? Are there important events that contribute to the solution of the problem? If so, what is the sequence? How is the problem solved?
2. After reading and answering the questions, determine if the basic frame will work. If it is does not fit the story, add or delete appropriate parts.
3. Begin by drawing attention to the main elements in the story (characters, setting, themes, etc) and print the feature on a word card to help draw attention to these elements.
4. Have students complete a short story frames. Make sure to use stories that have identifiable sequence in order to helps the students understand sequence frames. Begin with half-pages frames and work up to full-page frames.
5. Establish a purpose for story frames, remind students that the purpose of story frames is to help them understand the story.
6. As the students become more familiar with using story frames, use more complex stories.
Balajathy and Wade (2003:116-119) also explain a procedure in implementing story frames strategy. Balajthy and Wade propose more detailed procedure. The procedures are as follows : 1.
Read the story an identify the aspects on which you want to focus (e.g. plot, facts)
2. Sketch out a paragraph that addresses the type of information on which you want to focus.
3. Take the complete paragraph and delete all words, phrases, and sentences, except those needed to maintain the purpose of the paragraph. Do not remove too much information, especially when introducing the concept of story frames.
4. For later lesson, try to frame with other stories that are similar to the one for which the frame was intended. Modify the frame, so that it can be used flexibly in different situation.
5. The teacher presents the story frames.
6. The teacher and the students discuss the possible responses to the sentence of the story frames, then consider subsequent lines and discuss possible responses. The teacher directs the students to determine if the information being added to the story frames is related to the previous information and if it makes sense. Discussion continues as teacher and students move back and forth in the story frames to make as many connections as possible.
7. The teacher rereads the complete sections of the story frames to the students at each stage, so that they can hear and use prior information.
8. After direct teaching and modeling has been conducted, students can begin to fill out story frames independently.
According to the both procedures that explain above, the researcher decides to combines the both procedures in this research in order to make the procedures in doing story frames more clearly. The procedures in doing story frames are as follows : 1.
Read the story and identify the aspects on which you want to focus (e.g. plot, facts)
2. Ask the following question while reading a story: is there an identifiable problem? If so, why is it a problem? Are there important events that contribute to the solution of the problem? If so, what is the sequence? How is the problem solved? 3. Take the complete paragraph and delete all words, phrases, and sentences, except those needed to maintain the purpose of the paragraph. Do not remove too much information, especially when introducing the concept of story frames.
4. For later lesson, try to frame with other stories that are similar to the one for which the frame was intended. Modify the frame, so that it can be used flexibly in different situation.
5. As the students become more familiar with using story frames, use more complex stories.
6. The teacher presents story frames
7. The teacher and the students discuss the possible responses to the sentence of the story frames, then consider subsequent lines and discuss possible responses. The teacher directs the students to determine if the information being added to the story frames is related to the previous information and if it makes sense. Discussion continues as teacher and students move back and forth in the story frames to make as many connections as possible.
8. The teacher rereads the complete sections of the story frames to the students at each stage, so that they can hear and use prior information.
9. After direct teaching and modeling has been conducted, students can begin to fill out story frames independently.
2. Strength and weakness of using story frame in learning reading.
Story frames have several strengths and weaknesses. The strengths and weaknesses of story frames will be explained in turns.
2.1. Strength of using story frames
Story frames is an appropriate strategy for students who have difficulties in reading comprehension, especially narrative reading texts. According to Fowler (1982: 176), students' ability to monitor their comprehension may be enhance by using story frames. Story frames enable students to have an opportunity to review the mind idea of the story, clarify parts they may not have understood, and decide on the authors' purpose for writing the story. Furthermore, Cudd and Robert (1987: 74) adds that Story Frames is a focus on the story structure, it is thought that using story frames to develop reading comprehension will give students an independent guide to organizing and remembering information from narrative selections.
According to Wiesendanger (2001: 124-126), this strategy increases students' ability to apply context to improve comprehension, identification, and retelling skill. The strategy focuses on the story structure to aid in comprehension. Story frames gives students an independent guide for organizing and remembering information about story.
Isa (2013: 18) adds that, there are the strengths of using story frames strategy. The strengths are as follows :
1. Focuses attention on key sequencing word clues embedded in the text.
2. Students are able to use their knowledge of story structure to help predicts, sample, process, giving increased recall.
3. Readers read more like writers.
4. Focus in on structure, sequence, meaning, and use of language.
2.2. Weaknesses of using story frames
Beside the strengths of story frames, the researcher analyzes some weaknesses which may appear within the teaching learning process. According to Cudd and Robert (1987:74), the use of Story Frames Strategy in teaching narrative reading texts does not improve the students vocabulary mastery maximumly. This is because the students should summarize the story by frames, so they avoid understanding the whole words in the story. Furthermore, Kuldanek (1998:13) states that story frames is an unfamiliar strategy. Therefore, the teachers should give more guidance for students while the teacher apply story frames as a strategy to enhance their reading comprehension.
Although the story frames have some weaknesses, when the researcher looks at the condition of the eighth grade students of SMP N 4 Ungaran in the second semester, the researcher assumes that the strengths of story frames are stronger than the weaknesses. So, by avoiding the weaknesses of story frames, the researcher still wants to use the story frames as an alternative strategy to enhance students' ability in comprehending narrative text.
CHAPTER III RESEARCH METHODOLOGY In this chapter, the researcher is going to describe the methods of the
research, subject of the research, method of data collection, and method of data analysis.
A. Method of Research
According to Hadi (1981: 221), research methodology is a scientific method to collect data with a goal and certain application. In the other word, research methodology is the way the researcher used to collect data, analyze data, and make a conclusion from the data which has collected.
This research is conducted through Classroom Action Research (CAR). According to Arikunto (2006: 2-3), CAR consists of three words, so there are three key terms, which can be explained: a.
Research indicates an activity to observe the object by using of ways and methodologies to get the useful data or information to improve the quality of thing and that is necessary for researcher.
b.
Action is a movement activity, which is done deliberately with a certain purpose. c.
Classroom in this case is not bound by the term of the classroom, but it has a more specific meaning. The word of class means groups of students who are in the same time receive the same lesson from the same teacher.
Based on the three of main words; research, action, and class, Classroom Action Research (CAR) means an observation toward learning process that is organized as an action, which is appeared deliberately and happened simultaneously in the classroom.
For further discussion of action research, Burns (2010: 2) adds that the central idea of action parts of action research is to intervene in a deliberate way in the problematic situation in order to bring about changes and even improvements in practice. The improvement is not based on researchers' assumptions but based on the data or information collected by the researcher.
1. Types of Action Research
According to Ferrance (2000: 9-10), there are three types of Action Research. There are as follows :
a. Collaborative Action Research Collaborative Action Research may include as few as two teachers or a group of several teachers and other interested in addressing a classroom or department issue. This issue may involve one classroom or a common problem shared by many classrooms.
b. School-wide Research School-wide research focuses on issues common to all.
For example, a school may have concern about the lack of parental involvement in activities, and is looking for a way to reach more parents to involve them in meaningful ways. Or, the school may be looking to address its organizational and decision- making structures.
c. District-wide Research District-wide research is far more complex and utilizes more resources, but the rewards can be great. The issues can be organizational, community-based, performance-based, or process of decision-making. A district may choose to address a problem common to several schools or one of organizational management.
In this research, the researcher uses Collaborative Action Research in implementing the Story Frames Strategy to enhance students reading comprehension on narrative texts.
2. Characteristics of Action Research
Action research has several characteristics that could help the researcher more understand about action research before doing and action research. According to Isaac and Michael (1981: 55), the characteristics of Action Research are as follow:
1. Practical and directly relevant to an actual situation in the working world. The subjects are the classroom students, the staff, or others with whom you are primarily involve.
2. Provide an orderly framework for problem-solving and new developments that is superior to the impressionistic, fragmentary approach that otherwise typifies developments in education. It also is empirical in the sense that it relies on actual observations and behavioral data, and does not fall back on subjective committee studies or opinions of people based on their past experience.
3. Flexible and adaptive, allowing changes during the trial period and sacrificing control in favor or responsiveness and on the spot experimentation and innovation.
4. While attempting to be systematic, action research lacks scientific rigor because its internal and external validity is weak. Its Objective is situational, its sample restricted and unrepresentative, and it has little control over independent variables. Hence, its findings, while useful within the practical dimensions of the situation, do not directly contribute to the general body of education knowledge.
3. Steps in Doing Action Research
Arikunto (2006: 20) states that there are four steps in doing action research. There are planning, acting, observing, and reflecting. In this research, the researcher would conducts two cycles. A cycle consist of those four steps. The explanations of them are as follows : a) Planning
In this stage researcher do some action like observed the learning process technique used by the previous teacher, identify the hindrance and the easiness factors in the previous learning process, formulate the alternative action were done, and the last arrange the lesson plan.
From the explanation above, the researcher made a schedule. First, observing the school condition, the class and students' condition, the schools' facilities, and the method of learning used in that class. Then, setting the purpose of learning based on the observation as part of the lesson plan.